2021年起，上海交通大学教育学院，助理教授，硕士生导师。

2017年毕业于香港中文大学，教育哲学博士、博士后。近十年来一直专注于教师的反馈和学生自主学习能力的发展研究。基于我国教育实际首度开发了“高中教师反馈量表”（Teacher Feedback Questionnaire, TFQ）。建构出不同类型的教师反馈影响学生自主学习及学业成绩的模型；提出就不同类型学校、性别、年级、学业水平的学生，教师应如何“因材施馈”以促进学生自主学习。

作为核心研究成员参与了香港教育部门多项研究课题，并围绕教师反馈与学生自主学习在Current Psychology, Language Teaching Research, System, Applied Linguistics Review, Studies in Educational Evaluation 及《全球教育展望》，《教师教育研究》等国内外高水平教育心理学及课程与教学领域期刊上发文十余篇。同时担任十余家SSCI 期刊的审稿人，及教育界国际顶级会议AERA 的审稿人。

Recent Publications (* Corresponding author)

14. Guo, W., Bai, B., Zang, F., & Wang, T. Song, H. (2023) . Influences of motivation and grit on students' self-regulated learning and English learning achievement: A comparison between male and female students（学习动机和坚毅力对学生自主学习和英语学习成绩的影响：对男女学生的比较研究）. System,  https://doi.org/10.1016/j.system.2023.103018. (SSCI, Q1, IF=4.518)

13. Bai, B., Guo, W.*, & Wang, C. (2022). Relationships between struggling EFL writers’ motivation, self-regulated learning (SRL), and writing competence in Hong Kong primary schools （英语写作困难者的学习动机、自主学习能力对其英语写作能力的影响研究）. Applied Linguistics Review. doi：10.1515/applirev-2020-0131. (SSCI, Q1, IF=3.063)

12. Guo, W, Lau, K. L., Wei, J, & Bai, B. (2021). Academic Subject and Gender Differences in High School Students’ Self-Regulated Learning of Language and Mathematics（高中生自主学习能力在语文和数学上的学科差异和性别差异研究）. Current Psychology. (SSCI, Q3, IF=2.387)

11. Guo, W., Bai, B., & Song, H. (2021). Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing（基于过程的写作教学对学生在英语写作中使用自主学习策略的影响研究）. System, doi:10.1016/j.system.2021.102578. (SSCI, Q1, IF=4.518)

10. Guo, W., & Zhou, W. (2021). Relationships between Teacher Feedback and Student Motivation: A Comparison Between Male and Female Students（不同类型的教师反馈对学生学习动机的影响：男女生的差异研究）. Frontiers in Psychology, doi: 10.3389/fpsyg.2021.679575. (SSCI, Q1, IF=4.232)

9. Guo, W. (2021). Gender differences in teacher feedback and students’ self-regulated learning（不同类型教师反馈对学生自主学习能力影响的性别差异研究）. Educational Studies, 1-21. doi:10.1080/03055698.2021.1943648 (SSCI, Q4, IF=1.500)

8. Guo, W. (2020) Grade-Level Differences in Teacher Feedback and Students’ Self-Regulated Learning（不同类型教师反馈对学生自主学习能力影响的年级差异研究）. Frontiers in Psychology. 11:783. (SSCI, Q1, IF=4.232)

7. 蒋瑾，郭文娟*.课堂体验对“准教师”群体职业效能感的影响研究[J].教师教育研究,2020,第32卷(5): 30-37. (CSSCI)

6. Guo, W., & Bai, B. (2019). Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools（英语写作中自主学习策略的使用对学习动机的影响研究：对高水平和低水平学生的比较研究）. Applied Linguistics Review. (SSCI, Q1, IF=3.063)

5. Guo, W., Lau, K. L., & Wei, J. (2019). Teacher feedback and students’ self-regulated learning in mathematics: A comparison between a high-achieving and a low-achieving secondary school（教师反馈对学生在数学学科自主学习能力的影响：高水平和低水平学校的比较研究）. Studies in Educational Evaluation, 63, 48-58. (SSCI, Q2, IF=2.704)

4. Guo, W., & Wei, J. (2019). Teacher Feedback and Students’ Self-regulated Learning in Mathematics: A Study of Chinese Secondary Students（教师反馈对学生在数学学科自主学习能力的影响：一项就中国高中生的研究）. The Asia-Pacific Education Researcher, 28(3), 265-275. (SSCI, Q2, IF=2.561)

3. Bai, B., & Guo, W.* (2019). Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong（学习动机和自主学习策略的使用对学生英语写作能力的影响研究）. Language Teaching Research. (SSCI, Q1, IF=3.401)

2. Bai, B., & Guo, W.*(2018). Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong（自主学习策略对学生英语写作效能感的影响研究）. Reading & Writing Quarterly, 34(6), 523-536. (SSCI, Q4, IF=1.614)

1. 郭文娟, 刘洁玲. 核心素养框架的构建: 自主学习能力的视角 [J], 全球教育展望. 2017.3. (CSSCI)

Books/Book chapters

1. 吴刚平，郭文娟，李凯编著，课程与教学论[M]. 华东师范大学出版社，2023.

Projects participated

6. 2022.1-2023.12. 主持横向课题：“进学”课堂教学样态的实践与建构。

5. 2022-2024. 主持2022年度上海交通大学文科青年人才培育计划项目：中学生学习焦虑的监测工具与反馈机制研究（2022QN021）。

4. 2018-2021 Hong Kong Research Grants Council (RGC) Competitive Research Funding Schemes (2018/2019, GRF/ECS), Hong Kong, HKD531,828, Hong Kong primary school students’ use of self-regulated writing strategies and effects of a strategy-based writing intervention. Role: Postdoctoral researcher.

3. 2018-2021 National Social Science Foundation for Education of China (BHA80132). ¥200,000, focusing on performance evaluation and teachers’ cultivating students by virtue. Role: Core researcher.

2. 2018 In-Service Program for Guangdong English Teachers. Hong Kong Education Bureau.Role: Postdoctoral researcher.

1. 2017-2018 Quality Education Fund Thematic Network (QTN) on English Language (Primary) 2017/2018 of QEF, Education Bureau, Hong Kong, HKD2,960,000 (The Chinese University of Hong Kong, Principal Investigator), Focusing on drama, project writing, and e-learning. Role: Postdoctoral researcher.

Recent Academic Services

2. 2017-Present: AERA Member

3. 2017-Present: Comparative and International Education Society (CIES) Member

4. 2017-Present: Reviewer for the following SSCI journals:

System

Language Teaching Research

Applied Linguistics Review

European Journal of Psychology of Education (EUPE)

Studies in Educational Evaluation

TESTOL Quarterly

Asia Pacific Education Researcher

Frontiers in Psychology

Reading and Writing Quarterly

Asia Pacific Education Review

Updated  March 2023